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Animals A to Z
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Animals A to Z
Education World's Animals A to Z printable activity pages are designed for weekly use with students
in grade 2-4. Students learn interesting facts about animals they know (and some animals they don't know)
as they reinforce basic skills of capitalization, punctuation, spelling, and grammar.These work sheets are also excellent test-preparation tools. The skills emphasized in the series are those found on all standardized tests in grades 2 and 3: simple word usage, end-of-sentence punctuation, comma placement in a series, basic spelling, and others. The skills do not include the appropriate use of apostrophes (except in contractions) and more advanced skills. If you want editing activities that include those skills, be sure to see our daily Every-Day Edit series.
For more information about this series, or for ideas for using it, be sure to see the Ideas for Using Animals A to Z page.
Note: At first, these activities might be challenging for your students. That's not a bad thing! Encourage them to keep at it. Go over the activities as a class. If students stick to it, they will get better at finding all ten errors on each work sheet. They'll be developing the skills that they will encounter on standardized tests too!Looking for fresh language arts and reading teaching ideas? Education World presents a variety of language and literature resources that all teachers can use to liven up instruction. Find dozens of valuable teaching ideas in our Language Arts and Literature Subject Center.
Animals A to Z: Diamondback Rattlesnake
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Every-Day Edits
Use Every-Day Edits to build language skills, test scores, and cultural literacy. Be sure to see our tips for using Every-Day Edits in your classroom.
HalloweenPumpkinsColumbus DayAutumn FunJimmy CarterGandhiSputnik LaunchedTecumsehEleanor RooseveltThe White HousePresident EisenhowerWilliam PennPeanuts Comic StripPablo PicassoPresident Theodore RooseveltStatue of LibertyStock Market Crash of 1929President John AdamsMount RushmoreNevada, the 36th StateArthur and His TV Friends"Molly Pitcher"
Looking for ideas for using Every-Day Edits in your classroom? See our idea file.
Run out of Every-Day Edit activities for the month of October? Check out our Xtra activities for any time of year.
Lesson Plan: Solids and Liquids
Subject: Science
Grade: 2
Lesson Objective: To identify the different states of matter
Nex Gen Science Standard: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties
Starter:
Say:
Who can tell me what liquids or solids are? (Range of answers expected, but students should explain that liquids are something that is wet and solids are something that is hard.)
Main:
Say:
You did a great job explaining what you thought liquids and solids were.
Today we are going to start talking about something called states of matter.
Matter is what is all around us and all matter comes in different forms.
Some matter is in the form of liquids, some is in the form of solids and some is in the form of gases.
Matter is made from atoms. Atoms are the smallest particles of matter. They are so small that you cannot see them!
Solid matter has atoms that are packed very tightly together. Solid things hold their shape all by themselves when they are room temperature.
Your desk and pencil are examples of solids.
Liquid matter does not keep their shape at room temperature. Liquids are usually wet. There is space between atoms in liquids and they are always moving a little.
Water and syrup are examples of liquids.
Matter in the gas state does not hold its shape and does not stop moving. The atoms in gases are always moving and are very far apart.
You usually cannot see gases. However, gases take on the shape of the container that they are in. For example, if you blow up a balloon, gas is what fills up the balloon, so the gas is the same shape as the balloon.
The air all around us is an example of gases.
Matter can move through the states of matter by changing its temperature.
Let us think about water. Water is a liquid at room temperature. When you heat water up, it becomes a gas, which you can see as steam. When you cool water down, it becomes a solid, which is ice.
You now know the different states of matter. You are going to find examples of liquids and solids in real life.
You are going to think about the things that you have in your house and look around the room to see what you can find.
Write the word “Liquid” at the top of one of your notebook pages. Write the word “Solid” halfway down the same page.
You will write all of the examples down in your notebook.
Does anyone have any questions?
Allow about 10 minutes to identify real life examples of solids and liquids.
Walk around the room and check to be sure that the students are on task and understand what to do.
Feedback:
Say:
What examples of liquids did you write down? (Allow the students to answer.)
What examples of solids did you write down? (Allow the students to answer.)
There are liquids and solids all around us!
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
Lesson Plan: Recording the Weather
Subject: Science
Grade: 3
Lesson Objective: To learn why the weather is recorded
Nex Gen Science Standard: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Materials Needed:
Thermometer
Barometer (make one at: MAKE YOUR OWN BAROMETER )
Starter:
Say:
What are some of the tools that are used to record the weather? (Range of answers expected, but students should explain that thermometers, weather vanes, rain gauges, barometer and hygrometer.
Main:
Say:
You remembered many of the different tools that meteorologists use to record the weather.
Meteorologists use thermometers, weather vanes, rain gauges, barometers, hygrometers and their own eyes.
Meteorologists also use something called satellites to help record the weather. A weather satellite is a machine that is in space and goes around the Earth.
The satellite takes pictures of clouds and other weather events and sends the information back to Earth for meteorologists to look at.
Gathering information about the weather is important because it helps people to know what they might expect and it helps to see how weather patterns work.
When meteorologists try to figure out what the weather is going to be like, it is called forecasting the weather.
Forecasting the weather is predicting what the weather will be like that day, that week and next week.
When forecasting the weather, the meteorologists look at the information that they gathered from the weather tools and their observations.
They think about what they know about weather patterns and things that have happened with the weather in the past.
They also look at satellite and radar information to see what the computers think the weather may be.
There are many reasons that meteorologists forecast the weather. Raise your hand if you can think of any reason. (Allow the students to answer)
Some of the reasons that meteorologists forecast the weather is so that farmers know when it may rain, so that pilots know whether it is safe to fly and so that people can plan and prepare if it is going to be very hot or very cold.
You are going to be using a thermometer and a barometer to record the weather today.
I am putting a thermometer outside of our door. You will be able to get up and check it to see what the temperature is.
To check the temperature, you look at where the line stops and then write down the number next to the line. That is the temperature.
I have a barometer here in the classroom. You are going to come up and look at it. If the straw is pointing down, that means there is low pressure and it might rain. If the straw is pointing up, that means there is high pressure and there is probably sun.
You will write the temperature and the air pressure down in your notebook. (Allow about 10 minutes for the students to record the weather.)
Feedback:
Say:
What did you wrote down about the weather? (Allow the students to answer.)
Did anyone else record a different temperature or air pressure?
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
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